600

This course explores multiple theories on curriculum development at the district level and focuses on assessing curriculum for vertical articulation and alignment with a district's vision based on community input and goals provided by the school board. Students document the elements of a well-aligned and rigorous curriculum that can meet the needs of all students in the community. The course reviews and explains the Superintendent's role in working with the school board to create policy on curriculum development, protection of instructional time, and implementing state mandated topics, while documenting needed resources.

The course reviews the methods used by leaders to be culturally responsive in all settings. The course will examine strategies for successfully working in areas of diversity for urban, suburban and rural settings. The prospective leader will be exposed to and apply theory in various areas to ensure they are prepared for a district leader position. Candidates - future district leaders - will build knowledge and skills in developing the school board's understanding of their district's cultural competency.

This course is designed to prepare district leaders to address the human resources and contract needs of the school corporations they may serve. The prospective district leader will be exposed to all areas with an emphasis on how the human resource aspects of a school corporation affect student achievement.

This course will require candidates to develop an educational philosophy built on collaborative leadership attributes. Candidates will also examine strategies to implement and monitor effective change within the school environment. Candidates will learn the value of soliciting feedback from all key stakeholders, and identify strategies to cultivate new relationships in the community. Prerequisite: EDL-618 or EDL-618OH

This course is the first half of the Principal Internship where the candidates will experience clinical application of the leadership principles learned in this program. This is also where the candidates will demonstrate competency in the School of Educational Leadership dispositions: communication, critical thinking, human interaction, leadership, and professionalism. Candidates will model principles of self-awareness, reflective practice, transparency, and ethical behavior and demonstrate competency in the teacher evaluation process. This course requires field experiences. Prerequisite: EDL-657, EDL-618, or EDL-618OH, EDL-610

This course provides the candidate a ten-week opportunity to complete and present the Applied Principal's Portfolio begun in EDL-612 and EDL-625. This course must be taken immediately following the completion of EDL-625 if the candidate chooses to continue to pursue licensure. Candidates who do not complete the portfolio process in EDL-625 and who do not register and complete this course will not be eligible for licensure. The candidate continues school-based activities that demonstrate the knowledge, skills, and proficiencies identified in the IPSB/ISLLC/ELCC Standards, builds appropriate portfolio exhibits under the direction of the University Supervisor, and formally presents the portfolio in a professional setting. This course may be repeated once for a maximum of two ten-week continuations. Graded on a CR/NC basis. Prerequisite: EDL-625.

This course will include an examination of strategic planning for the basic requirements and development of school facilities, and the inclusion of stakeholders from the greater school community when making decisions about the facilities' needs. Candidates will investigate shared processes and procedures from facility needs and assessments through actual renovation and new construction. Renovation strategic planning processes, ADA requirements, and energy savings, along with preventative maintenance planning will also be included.

This course will require candidates to use data to assess organizational effectiveness and identify goals that promote student learning. Candidates will also explore best practices for creating and maintaining a safe school, creating a master schedule and school calendar, and creating new teacher induction and professional development plans. Finally, candidates will investigate and evaluate models to efficiently utilize human, fiscal, and technological resources within the building to maximize achievement. Prerequisite: EDL-657

This course is designed to prepare principals for the complex area of school finance. The course will focus on the knowledge base necessary for both school building and district business administration including budgeting and accounting. The principal is faced with wearing many hats. These hats range from curriculum and instruction to financial responsibility with many hats in between. The principal will promote the success of all students, staff, parents, and community by having a working knowledge of school finance.

School building leaders must model the highest levels of professional, ethical, and personal behavior that set the tone for all student and adult relationships in the school. Understanding federal and state laws, rules, and regulations and framing all decisions and actions within those legal parameters are also essential to providing appropriate building leadership. District and school policy manuals and handbooks, contracts, and special education laws and procedures will be examined through the lens of professional, ethical, and legally sound leadership. Students seeking Ohio licensure should take EDL-618-OH. Prerequisite: EDL-616

The course is designed to prepare aspiring district level administrators with integral knowledge and enhanced skills for district and building level budgets and accounting practice. Candidates will utilize practical, "hands-on" experiences to gain a working understanding of current school budgets through major projects that simulate actual school corporation budget activities. The roles of state agencies, professional organizations, and other resources will be explored to guide students in the efficient and effective use of available funds and how to incorporate ethical and moral behavior in all aspects of decision-making.

This course is the second half of the Principal Internship where the candidates will complete all clinical application of the leadership principles learned in this program. Candidates will demonstrate competency in the School of Educational Leadership dispositions: communication, critical thinking, human interaction, leadership, and professionalism. Candidates will model principles of self-awareness, reflective practice, transparency, and ethical behavior and demonstrate competency in goal-setting and evaluation processes. This course requires field experiences. Prerequisite: EDL-612

This course examines the superintendent's role in collaborating with various stakeholders in designing, supervising, and revising a school-wide measurement system that validates student progress towards district goals and performance expectations and their place in staff evaluation. The characteristics and requirements for valid and reliable standardized assessments will be studied and documented as will the process of writing high level assessments.

This course examines basic skills necessary to develop effective referendum plans, strategies for building successful partnerships for passage of community referendums and knowledge of legal requirements of General Fund and Facilities referendums in the State of Indiana. Internet research, website utilization for teams, and community engagement are a major focus of this course. One of the concurrent themes running throughout the course is that schools/government organizations belong to the community and therefore decisions must be made with a political awareness of the community culture.

This course examines the role of the P-12 building leader in establishing a culture of school improvement. This course exposes potential building leaders to various leadership theories and practices, and requires them to evaluate their own leadership style. Candidates will develop a plan for building a collaborative vision. This course requires field experiences.